THE IMPACT OF SCAFFOLDING, SOCIAL MOTIVATION AND PEER FEEDBACK ON PRIMARY SCHOOL STUDENTS' ACADEMIC MOTIVATION STIMULATION

Maricica Hotea, Emanuel Sebastian Turda

Abstract


We live in an increasingly accelerated world. The society we belong to has come to value other aspects of an individual's development. The phenomenon of learning is at the center of the concerns of all teachers, especially because every teacher wants his students not only to say that they are learning but to be dedicated and involved wholeheartedly in this process. This can be a reality, especially when we talk about a strong motivation to learn. Motivation has a very important role in the learning process, we can even say that it is the key to success in education. Our trust in group members exerted a profound influence on our motivation: successful group functioning requires that we be motivated to interact and engage with those around us. Feedback is essential to improving performance and is increasingly well understood, but the fact that it is so absent in classrooms should remain an important research topic. This study aimed to develop an educational intervention program based on scaffolding to stimulate academic motivation among third-grade students. The results demonstrated the fact that social motivation, respectively the peer feedback significantly contribute to the stimulation of students' motivation in the learning process.

 

Article visualizations:

Hit counter


Keywords


academic motivation, educational intervention program, peer feedback, scaffolding, social motivation

Full Text:

PDF

References


Alias, N. A. (2012). Design of a motivational scaffold for the Malaysian elearning environment. Journal of Educational Technology & Society, 15(1), 137-151. http://www.jstor.org/stable/jeductechsoci.15.1.137

Barbu, A. M. (2012). Motivaţia învăţării şi reuşita şcolară. [Learning motivation and school success]. Editura Rovimed Publishers.

Botezatu, V., & Bîrnaz, N. (2019). Evaluarea formativă prin prisma abordărilor psihopedagogice în învățământul universitar. [Formative evaluation through the prism of psycho-pedagogical approaches in university education]. Studia Universitatis Moldaviae (Seria Ştiinţe ale Educaţiei), 129(9), 32-39.

Brownstein, B. (2001). Collaboration: The foundation of learning in the future. Education, 122(2), 204.

Chang, M., & Ho, C. (2009). Effects of locus of control and learner-control on web-based language learning. Computer Assisted Language Learning, 22(3), 189-206. https://doi.org/10.1080/09588220902920094

Chen, C.-H., & Law, V. (2016). Scaffolding individual and collaborative game-based learning in learning performance and intrinsic motivation. Computers in Human Behavior, 55(PB), 1201–1212. https://doi.org/10.1016/j.chb.2015.03.010

Cheng, W. & Warren, M. (2000). Making a difference: Using peers to assess individual student's contributions to a group project. Teaching in higher education (5)2, 243-255.

Chevallier, C., Kohls, G., Troiani, V., Brodkin, E. S., & Schultz, R. T. (2012). The social motivation theory of autism. Trends in cognitive sciences, 16(4), 231-239. https://doi:10.1016/j.tics.2012.02.007.

Dann, R. (2019). Feedback as a relational concept in the classroom. The Curriculum Journal, 30(4), 352-374. https://doi.org/10.1080/09585176.2019.1636839

Deci, E. L., & Ryan, R. M. (1985). The general causality orientations scale: Self-determination in personality. Journal of research in personality, 19(2), 109-134.

Drămnescu, A. M. (2010). Teoria socială a învăţării a lui Albert Bandura. Implicaţii în construirea modelelor pedagogice [Albert Bandura's social theory of learning. Implications in the construction of pedagogical models]. Studia Universitatis Moldaviae (Seria Ştiinţe ale Educaţiei), 39(9), 47-52.

Ellis, R. (2015). The study of second language acquisition. Oxford University Press.

Gong, X., Seaman, K. L., Fung, H. H., Loeckenhoff, C., & Lang, F. R. (2019). Development and validation of social motivation questionnaire. The Gerontologist, 59(6), https://doi:10.1093/geront/gny121

Jumaat, N. F., & Tasir, Z. (2016). A framework of metacognitive scaffolding in learning authoring system through Facebook. Journal of Educational Computing Research, 54, 619 - 659. https://doi.org/10.1177/0735633115627824

Krnjaji, S. B. (2002). Peer relationships and academic achievement. Zbornik Instituta za pedagoska istrazivanja, 34, 213–235. https://doi.org/10.2298/ZIPI0204213K.

Kuyyogsuy, S. (2019). Students’ Attitudes Toward Peer Feedback: Paving a Way for Students’ English Writing Improvement. English Language Teaching, 12(7). https://doi.org/10.5539/elt.v12n7p107

Lee, E. (2003). Learning through scaffolded assistance during interaction in the EFL classroom: The teacher's role to make an effective learning environment. Journal of Pan-Pacific Association of Applied Linguistics, 7(2), 189-213

Linderbaum, B. A., & Levy, P. E. (2010). The development and validation of the Feedback Orientation Scale (FOS). Journal of Management, 36(6), 1372-1405. https://doi:10.1177/014920631037314.

Mih, V. (2010). Psihologie Educațională. Volumul II. [Educational Psychology 2nd Volume] Editura ASCR.

Muste, D. (2019). Motivația învățării școlare. [School Learning Motivation]. În I. Albulescu, I., & H. Catalano. (Eds.). Sinteze de Pedagogia Învățământului Primar. Ghid pentru pregătirea examenelor de titularizare, definitivat și gradul didactic II. Editura Didactica Publishing House

Pletniov, O. (2015). Influența statutului de grup asupra motivatiei învățării. [The influence of group status on learning motivation]. Probleme ale ştiinţelor socioumanistice şi modernizării învăţământului (pp. 64-71). Editura Universitatea Pedagogică de Stat „Ion Creangă“.

Popenici, Ş., & Fartuşnic, C. (2009). Motivaţia pentru învăţare: de ce ar trebui să le pese copiilor de ea şi ce putem face pentru asta. [Motivation for learning: why children should care about it and what we can do about it]. Didactica Publishing House.

Roseth, C. J., Johnson, D. W., & Johnson, R. T. (2008). Promoting early adolescents' achievement and peer relationships: the effects of cooperative, competitive, and individualistic goal structures. Psychological bulletin, 134(2), 223. https://doi.org/10.1037/0033-2909.134.2.223.

Rubin, K. H., Bukowski, W. M., Parker, J. G., & Bowker, J. C. (2008). Peer interactions, relationships, and groups. In W. Damon & R. M. Lerner (Eds). Child and adolescent development: An advanced course (pp. 141–180). John Wiley & Sons, Inc. https://doi.org/ 10.1002/9780470147658.chpsy0310.

Tomasello, M., Carpenter, M., Call, J., Behne, T., & Moll, H. (2005). Understanding and sharing intentions: The origins of cultural cognition. Behavioral and brain sciences, 28(5), 675-691. https://doi:10.1017/S0140525X05000129.

Topping, K. (1998). Peer assessment between students in colleges and universities. Review of Educational Research, 68, 249e276

Ungureanu, M. (2012). Motivaţia învăţării şi succesul şcolar în învăţământul primar. [Learning motivation and school success in primary education]. Editura Profin.

Vallerand, R. J., Pelletier, L. G., Blais, M. R., Briere, N. M., Senecal, C., & Vallieres, E. F. (1992). The Academic Motivation Scale: A measure of intrinsic, extrinsic, and amotivation in education. Educational and psychological measurement, 52(4), 1003-1017.

Van de Pol, J., Volman, M., & Beishuizen, J. (2010). Scaffolding in teacher–Student interaction: A decade of research. Educational Psychology Review, 22(3), 271–296. https://doi.org/10.1007/s10648-010-9127-6.

Van Gennip, N. A. E., Segers, M. S. R., & Tillema, H. H. (2010). Peer assessment as a collaborative learning activity: the role of interpersonal variables and conceptions. Learning and Instruction, 20(4), https://doi.org/10.1016/j.learninstruc.2009.08.010.

Wentzel, K. R. (2017). Peer relationships, motivation, and academic performance at school. In A. J. Elliot, C. S. Dweck, & D. S. Yeager (Eds.). Handbook of competence and motivation: Theory and application (pp. 586–603). The Guilford Press.

Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem-solving. Journal of Child Psychology and Psychiatry, 17, 89–100.

Yang, M., & Carless, D. (2013). The feedback triangle and the enhancement of dialogic feedback processes. Teaching in Higher Education, 18(3), 285-297. https://doi.org/10.1080/13562517.2012.719154

Yang, M., Badger, R., & Yu, Z. (2006). A comparative study of peer and teacher feedback in a Chinese EFL writing class. Journal of Second Language Writing, 15, https://doi.org/10.1016/j.jslw.2006.09.004.




DOI: http://dx.doi.org/10.46827/ejes.v11i5.5312

Refbacks

  • There are currently no refbacks.


Copyright (c) 2024 Maricica Hotea, Emanuel Sebastian Turda

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2023. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).